Incorporating Professional Portfolios and Teaching Standards in Teacher Training
Teaching registration authorities across Australia have determined sets of teaching standards that have to be met by both preservice and practicing teachers. Portfolios are being used as evidence of attainment of these standards. In this paper we want to argue that while there are limitations to portfolio assessment, portfolios assist preservice teachers to synthesize and reflect on their learning during their degrees. They provide unique assessment opportunities to gain an overall understanding of how preservice teachers are developing as teachers and the gaps in their current knowledge. This paper reports on a pilot study conducted at the University of Sydney in 2004 with Master of Teaching and Bachelor of Education students.
Ms Sandra Newell
Lecturer, Faculty of Education and Social Work, University of Sydney